Abstract
This study investigates how Education Outside the Classroom (EOtC) was used to foster the inclusion of students with immigrant backgrounds into the class. An ethnographic mixed-methods design was used, and two exemplary stories display the barriers and facilitators of inclusion in a rural school in Germany. The findings show that a lack of language proficiency and academic and social overburdening are among the main barriers to inclusion. An EOtC approach with a strong focus on place and culture responsivity, on the other hand, offers possibilities for the participation of all students and offers a promising way to more inclusive schools.
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